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Patterns of Information Use in School Level Decision Making
Abstract
The user Interview Study was designed to obtain a better understanding of the significant areas of school decision-making, to ascertain the relative importance of evaluation in these school decisions, and to determine what role might realistically be projected for evaluation. Topic-centered interviews focusing on "significant occurrences" were conducted with three administrators from each school receiving Title I funding in a large urban school district. The most commonly described occurrences involved general issues of curriculum and instruction, and over half were reactions to federal, state, and district actions or to community changes. School decision makers did not frequently rely upon evaluation when they made decisions. Instead, they acted most heavily on the basis of personal belief and opinion. Beyond these general statements, definable patterns of behavior or interaction were found to be applicable only for particular circumstances. (Author/BW)
The theme of this journal issue - evaluation as an educational management tool - is critical and timely. Today's administrators face a dual challenge: to demonstrate how well their school systems are performing and to take greater responsibility in that demonstration.
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